English & Literacy
English and literacy instruction asks students to do more than comprehend a text or complete a writing task. It asks them to enter into language deliberately: to notice, interpret, question, create, revise, and communicate with increasing independence.
My practice approaches reading, writing, speaking, listening, media, and text study as interconnected forms of meaning-making. Instruction moves between explicit teaching and authentic application, with attention to disciplinary language, student voice, critical interpretation, and the choices writers and readers make.
The evidence below traces planning, instruction, student-facing materials, assessment, and reflection across English and literacy practice.
What I am looking for
Across English and literacy work, I look for evidence of increasingly purposeful reading and writing: students making interpretive choices, supporting ideas with evidence, using language deliberately, revising thinking, and participating meaningfully in discussion. The goal is not uniformity of response, but greater control over how meaning is made and communicated.
Evidence in practice
The artefacts in this section are selected not simply because they document activity, but because they make instructional thinking visible. Together, they show how curriculum intentions are translated into planning, student-facing materials, classroom decisions, assessment, and subsequent reflection.
Planning & design
Instruction & student-facing materials
Assessment, response & reflection
From evidence to response
Evidence matters when it changes instruction.
Across English and literacy teaching, I use what students read, write, say, question, revise, and struggle with to decide what needs greater modelling, a different route into the task, additional practice, or more room for independence.
The work is therefore cyclical: design, teach, notice, respond and design again.